A escola agr?cola como lugar privilegiado para a forma??o continuada: construindo um di?logo entre os saberes

• Ano de defesa: 2020
• Autor(a) principal: Silva, Ivolanda Magali Rodrigues da
• Orientador(a): Soares, Ana Maria Dantas
• Banca de defesa: Soares, Ana Maria Dantas, Santos, Ana Maria Marques, Lino, Luc?lia Augusto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares
• Departamento: Instituto Multidisciplinar de Nova Igua?u; Instituto de Educa??o
• País: Brasil
• Palavras-chave em Português: Forma??o de Professores; Escola Agr?cola; Forma??o continuada in loco
• Palavras-chave em Inglês: Teacher Education; Agricultural School; Continuing training on-the-spot
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6155

The questioning of this work is about the continuing education of teachers, offered directly at the place of work, in a way that is articulated with the demand of the team and the proposition of reframing the concept of self-education. In technical secondary education offered in agricultural schools, more specifically those that have integral and integrated education, we realized the need for articulation of different knowledge and, we chose to focus the research on teachers, in view of their role as drivers of the teaching-learning process. This question arose from the observation of the implementation of a new high school model, with extended hours, in the teaching unit where the author works. A teaching unit with a rural profile that offers agricultural education at a technical level integrated with high school, with the teaching staff coming from public tenders. In order to promote the school as a privileged space for continuing teacher education through the articulation of knowledge in an endogenous, collective and articulated construction by the unit's teachers. This work proposes the continuous training of teachers in locus. In analyzing the feasibility of the research and the ordering of the steps to be followed, we arrived at an interactive design, since the author is part of the school's faculty, which led us to define participatory research as a methodology, as it is a flexible and adaptable that seeks to bring about a change that benefits the studied group. As one of the methodological strategies we used the promotion of a training seminar, which took place in two shifts of the same day. The analysis of results was made based on the responses of the research form answered by the participants of the training seminar. The data demonstrated that every pedagogical process requires a constant and cooperative restructuring of the organizational process. In this stage of the work, we look for an endogenous construction that can be reviewed at each meeting, at each new look, at each confrontation overcome. For the considerations of this work, we find as an alternative that the teacher has a posture that undermines a continuous work of intentional involvement in the construction of knowledge. The purpose of this research is to achieve permanent and organic training models for the professionals of this teaching unit. Thus, this work and its results and applications seek to strengthen the teaching profession by capitalizing on innovative experiences towards qualitative transformations and not just adhering to new devices based on the logic of supply.